Challenges and Opportunities in Flipped Writing

Classrooms

A Preliminary Report

The Time Is Right to Flip

Educational culture, methods, and technology are intersecting to drive interest in what has come to be called the “Flipped Classroom”.

• Theory and practice collide: Many in the field are promoting more communicative and networked approaches to learning. However, expectations are still largely transmission oriented.

• Flipped learning addresses both of these concerns.

What is the Flipped Classroom? Difference from previous methods

utilizing front-loading of content• Promotion of digital technology to

o create, o deliver, o consume, and o assess understanding of content outside of class.

• This makes flipped teaching a truly 21st Century approach.

What is the Flipped Classroom? Modern development of the idea• Walvoord & Anderson (1998)

o General idea

• Lage, Platt, & Treglia (2000)o “Inverting” the classroom

• Baker (2000)o The “classroom flip”

• Kahn (2006)o Kahn Academy

• Bergman & Sams (2007)o Modelled (and evangelized) the flipped classroom with

their high school science students in Colorado.

What is the Flipped Classroom? Lecture-type content

• Recordings (audio/video), Interactive content, Interpersonal communication…

Assessment (motivation)• Assessment to gauge understanding of the content.• Motivation to view/participate in the content delivery

Classroom Q&A Mini-Lectures / Just-in-time learning Engagement with the content in ways that

foster higher-order processing

The Context of this Study

Participants• 67 3rd and 4th year English Education majors taking a

required English writing course at a midsized, urban Korean university.o 47 completed the courseo 20 completed survey

Class Description• Test writing (중등학교교사임용후보자선정경쟁시험 )• Dual-focus on writing (lectures) and content (discussion) • Lectures on planning, editing, formatting, grammar, and

other aspects of language usage (see video topics)• Process Writing• Four assignments focusing on SLA and Teaching Methods

Why Did I Do It?

Torn between student/institution expectations and personal theory of learning

Frustrated with a perceived lack of time to “cover everything”• Large amount of material• Roughly 2 usable class hrs/wk

Desire to focus on student engagement with the content during class time.

Need to increase higher-order processing of both writing and SLA/pedagogical concepts

Design & ImplementationLMS

LMS• Moodle

Design & ImplementationVideo

Video Requirements• Screencasting• Free to use• High-quality recordings• Narrated PowerPoints• Able to stream online• Variety of features

Video considerations• Mobile-ready• Editable• Flexible recording environment• Ease of use• Time limits• Number of free productions/storage/streams• Webcam functionality

VideosActivePresenter

ActivePresenter + YouTube• Processing Writing

VideosMoveNote

MoveNote• Test Writing

VideosPresent.me

Present.me• Logical Connections• Descriptive Writing• Articles & Commas

Videosknovio

knovio• Connecting Words and Phrases• Clauses

Design & ImplementationAssessment

Quizzes Writing

Samples Class

performance

Design & ImplementationActivities

Questions & Answers Mini-lectures Group Discussions (writing, SLA, and teaching) Focused activities (micro-writing and worksheets) Brainstorming Outlining Timed-writing Peer editing One-on-one/small group editing and consultations

Data Collection & Analysis

General• Documents• LMS

Students• Surveys• Observations• Class Q&A• Writing Samples

Teacher• Journals/Notes• Design Changes

Student PerceptionsVideo

Liked the video lectures• However, not all. “I think in class lectures are better than video lectures.”

o Thought the quality of the online lectures weren’t as good.

Preferred videos with professor’s webcam• 19 of 20 surveyed

Video service preferences• MoveNote 10/20• Present.me 10/20• ActivePresenter + YouTube 2/20• knovio 1/20

Preferred shorter to longer videos• Shorter than 15 minutes• Approved of course video length (2.35, n=20)

Preferred mobile-ready• Only 1 of 20 surveyed preferred the video without a mobile option• “If we can watch the video lecture on mobile phone, we need not find

computers.“

Student PerceptionsQuizzes & Activities

Disliked quizzes• Forgetting to do them• Not a good way to “grade”

Liked class activities• “…classroom activities such as brainstorming,

peer-editing, and discussion are very helpful to students to make their own ideas and develop writing skill.”

Student PerceptionsPreparing for Class

I use a textbook to prepare for class. • 4 vs. 9 (7 Occasionally)

I use a website to prepare for class. • 2 vs. 14 (4 Occasionally)

I use audio recordings to prepare for class. • 11 vs. 4 (5 Occasionally)

I use videos to prepare for class. • 10 vs. 2 (8 Occasionally)

I use smartphone apps to prepare for class. • 3 vs. 7 (8 Occasionally)

Student PerceptionsLectures & Accountability

I think that using video lectures is a good method of instruction. 3.95

I liked the video lectures that we watched. 3.85

I believe that it is important for teachers to lecture in class. 4.3

I believe it is important to check whether students do the required homework for the course (reading, worksheets, videos, etc.). 4.1

I think that the online quizzes we did this semester were a good way to check if students watched the video lectures. 3.65

Student Perceptions

I believe that class time is best used to do activities that help students learn the course content deeply. 4.05

I think that the activities we did in class helped me learn the course content deeply. 4

I watched each of the video lectures. 3.75 I completed each of the online quizzes

last semester. 3.6

Teacher Perceptions

Video• Concerned more with ease of use and functionality

o Liked Present.me the best Easy to learn, recorded both PPT and webcam, excellent quality video, and

mobile ready

Quizzes• Disappointed with the quizzes

o Low performanceo Unused by many (over 30% not attempted)o Seemed to be the Ss who were no well-prepared in class

In-class Activities• Generally satisfied by the increased time available to address

students’ needs individually• Sometimes, I felt that I was under-prepared or didn’t have

appropriately engaging activities.

Suggested Design Changes Videos

• Alternative Software• Shorten videos• Provide more examples• Demonstrate

Quizzes• Reminders• Integrate videos and quizzes

Activities• Demonstrate writing and editing more• Provide and practice daily objectives

Questions?

Dan Craig@seouldaddy

dan@danielcraig.comhttp://www.danielcraig.com